Using 4 years of student-level demographic, enrollment and testing and school-level characteristics, this study analyzes the enrollment and outcomes of English Language Learners (ELLs) in Boston Public School between SY2006 and SY2009 and assess the relative impact of individual and school level factors in testing outcomes of ELLs. The study reports on the improvement in ELL dropout rates and testing outcomes during the period of observation. It reports also on the outcomes of ELLs at different levels of English proficiency and finds (1) higher dropout rates and lower testing performance among low English proficiency students; (2) a minimal proportion of students reaching academic language proficiency within the period of observation; and (3) particularly deep vulnerability among ELLs of low English proficiency entering district school in middle school and high school. In the assessment of individual and school-level factors in the testing outcomes of ELL students, the study finds English proficiency and designation as a student with disabilities are the strongest predictors of testing outcomes. Finally, the report focuses on the policy implications of these findings in view of the state’s language restrictive policies affecting the education of ELLs in Massachusetts. District level administrative and programmatic recommendations as well a state policy recommendations are provided.
Uriarte, Miren; Karp, Faye; Gagnon, Laurie; Tung, Rosann; Rustan, Sarah; Chen, Jie; Berardino, Michael; Stazesky, Pamela; de los Reyes, Eileen; and Bolomey, Antonieta, "Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools" (2011). Gastón Institute Publications. 154.
Additional FilesUriarte et al 2011 Executive Summary.pdf (1201 kB)
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